Word: papers
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Dates: during 1870-1879
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...great part of the paper then presented is, I think, open to criticism as involving distinctions too minute to be of any moment, but the portion relating to Composition calls for especial comment Composition is not embraced in the course, and its presence on the examination-paper caused very great surprise. True, the sentences given were translations from the author read, but their selection was purely arbitrary, and to expect one to load the memory with even a quarter of the innumerable idiomatic constructions in Plautus were an evident absurdity. Is it not, too, a somewhat novel idea that...
...fully appreciate the difficulty attendant upon a judicious choice of questions for an examination, but certainly a very little forethought would have prevented a Professor from giving a paper which will doubtless be very imposing in pamphlet form, but which is utterly valueless as a test of the thoroughness of the work done...
Some of my experiences last year were almost as bad. When I was told that my mark in German was forty-nine, I looked somewhat aghast, for I had written a first-rate paper. The instructor, noticing my horror, kindly offered to explain, and took me with him to the tutorial mansion. I was astonished to see the library-table covered with mathematical instruments, for he did not teach mathematics; the explanation soon came. He first showed me six trifling errors in my book; then he drew a circle with a radius of six inches, inscribed an equilateral triangle...
There was one branch of science for which I thought I had a special taste; I did my paper without a single mistake. Approaching the desk with a confident smile, I was informed, "Your paper was perfect, - not a single error; your mark is eighty-six per cent." "Why," said I, in a discouraged way," "I thought you said that I did a perfect paper." "So I did," said the scientist, in an angry voice; " I never give a higher mark than eighty-six." I wanted to ask him if 86 = 100 with the Faculty in reckoning up averages...
...which the student leaves the examination, is one for which we can see no excuse. There is no good reason why the time which it takes each student to pass his examination should be taken into account in assigning his mark. If he is unable to finish the paper on account of its length, by all means let allowance be made for this fact; but we do not see why his mark should be lowered because he gets through with all that he is able or wishes to do before the close of the examination. This practice has become more...